Christopher Christopher

Teaching Practice 4
Pre-Intermediate level


In this lesson sts will be introduced to vocabulary and phrases relating to travel and tourism. They will practice their speaking by talking about Istanbul and Turkey and all the sites and attractions that these places offer to tourists. They will then practice reading for gist and for detail by reading a text about Machu Picchu and learning the relevant vocabulary found in the text. They will then show what they have learned by describing a trip they have taken recently and describing some of the highlights of what they saw to some of the other sts.


Abc Reading: The Ruins of Machu Picchu
Abc Reading exercise 2

Main Aims

  • To introduce sts to discussions and texts about tourism and travel and to make them more comfortable speaking and reading about these topics.

Subsidiary Aims

  • To introduce sts to vocabulary relevant to tourism and travel and to help them recognize these words in texts and use them in everyday conversation.


Warmer: Speaking exercise 1 (10-12 minutes) • To introduce the topic and to get the sts comfortable talking about tourism and travel in their country.

Before class starts write down the three questions from exercise 1 on the board. Tell sts to work in pairs and answer the questions and compare their answers with their neighbors. While they are doing that write down vocabulary from Reading Exercise 1 on the board. After a few minutes quickly discuss their answers as a class by telling them that I would like to come to do some tourism here in Turkey and would like some advice on when to travel and where to go/what to see. Use their answers as feedback to ensure they have understood the material.

Pre-Reading vocabulary check (9-11 minutes) • To teach relevant vocabulary relating to travel and tourism to sts and to introduce the reading exercise.

Ask sts if they know all the words you have written on the board. Go over each of them quickly and ask for examples of each term as CCQ's to make sure sts know the meaning of each word. Show a photograph of Machu Picchu and explain that they will read an article about the place shown in the photograph. Ask to see if anyone knows in what country the place is? Ask sts which of the words on the board they would expect to find in the text and have them explain why or why not. See if they can come up with any other words that they might find in the text.

Reading exercise 1 (9-11 minutes) • To practice reading an article about Machu Picchu for gist and discussing what the main ideas in the reading are.

Hand out the reading and ask sts to read for gist to find out what the place is, where it is located, and what exactly there is to do there. After they have read the text on their own ask CCQs as a group to check for basic understanding of content. Ask if anyone has been there and if so what they liked about it.

Reading exercise 2 (9-11 minutes) • To practice reading for detail and and checking for understanding by answering true or false questions about the text.

Ask sts to read the text again on their own and then work with a partner to answer find the answer to the statements in exercise 2. Then distribute the hand-out. After they are done reading, as a class have them tell you the answers and for any false answers have them tell you what the correct answer would be.

additional speaking exercise (8-10 minutes) • To practice speaking for fluency by talking about past travel and tourism.

Ask students to think of a trip they have taken in the past and to describe it to their partners. Where did they go? How long did they stay? What did they see? What did they like about the trip? Would they want to go back to this place? Afterwards ask students CCQs to see what their answers are for the above questions. Write down and teach any new vocabulary that may come up during the discussion.

Extra feedback exercise (time permitting): Reading exercise 3 (5-7 minutes) • To continue practicing for speaking for fluency and debate the content of the text.

Have the sts separated into two groups and have one group underline the main ideas in the text for the cable car and the other group argue against it. Have the groups pick a spokesperson to outline their argument and to tell the other group why the cable car should or shouldn't be built.

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